Reading instruction and reading assessment are influenced by the larger society in which students, teachers, administrators, and schools work. Based on theories and bodies of research, successful teaching and learning of reading emanate from domains of knowledge that include cognitive psychology, developmental psychology, linguistics, pedagogy. sociology, anthropology, critical race theory, and critical theory. Each theory may suggest different priorities for reading instruction and reading assessment; these different priorities will signal different purposes for reading assessment.
A successful reading program has varied important outcomes that should include students' growth in the ability to use reading strategies and skills as well as students' increased motivation to read. Reading assessment must have strong connections to these outcomes and describe them well.
The main purpose of the study is focused on the assessment of the school-based reading intervention program including the problems encountered in the monitoring and supervision of reading programs implemented in selected elementary public schools in Caloocan North III District specifically Apolinario Mabini Elementary School (AMES), Manuel Luis Quezon Elementary School (MLQES), NHC Elementary School (NHCES), Pag-Asa Elementary School (PES) and Tala Elementary School (TES).
The school implementers and external stakeholders strongly agreed that in terms of availability of material, the materials used in the reading intervention programs were very insufficient. As to mechanism in monitoring and supervision, the school implementers strongly agreed that the teachers are evaluating the progress of the pupil participants and the external stakeholder-respondents that the teachers are checking the attendance of the pupil participants regularly for the reading intervention program. In terms of parents' participation, the school implementer-respondents disagreed that parents are asked to work with their children daily for 10-15 minutes at a regular specified and convenient time and the external stakeholder-respondents also disagreed that parents keep a daily log of the time spent working with their children during the conduct of the program. Lastly, in terms of the sources of funds, the school implementer and external stakeholder-respondents strongly agreed that the funds used in the program are from the salary of the teachers.
The data revealed that in terms of availability of materials, mechanism in monitoring and supervision and sources of funds; there is a significant difference between the two groups of respondents and in terms of parents' participation; there is no significant difference, however, the overall test of significance between the groups suggests that there is no significant difference.
The major problems encountered by school implementer- respondents as they strongly agreed with absenteeism of the pupils, inconsistencies of the reading teachers in following the remedial schedule, lack of support from the school administrators and parents. Training programs were proposed to intensify the school-based reading intervention programs.